Teses e Dissertações

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Inclui teses, dissertações e trabalhos de conclusão de mestrado profissional produzidos no IFAL e fora dele.

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A concepção de educação profissional e tecnológica e a formação continuada de servidores do Instituto Federal de Alagoas: uma proposta de espaço pedagógico fundamentado na pedagogia histórico-crítica
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-11-21) Santos, Hermes Lucas Padre dos; Gomes, Jarbas Mauricio; https://orcid.org/0000-0001-8734-4727; http://lattes.cnpq.br/6712481495574847; Gomes; Gomes, Jarbas Mauricio; https://orcid.org/0000-0001-8734-4727; http://lattes.cnpq.br/6712481495574847; Lima, André Suêldo Tavares de; https://orcid.org/0000-0003-4687-0645; http://lattes.cnpq.br/6019670165528345; Soeira, Elaine dos Reis; http://lattes.cnpq.br/2699971179132910
This study aimed to analyze and evaluate the organization and contributions of a continuing education course based on Historical-Critical Pedagogy, designed for the qualification of staff at a campus of the Federal Institute of Alagoas. The course focused on the "concept of Professional and Technological Education (PTE)". Its structure was designed to foster a critical-reflective construction of knowledge regarding the theoretical assumptions of this educational concept, whose conceptual foundations underpin the professional activities of the institution's staff. The organized course constitutes the educational product resulting from this research. Following its implementation and evaluation, an informative material detailing the development process was produced to facilitate its dissemination. The research was conducted within the Graduate Program in Professional and Technological Education (ProfEPT) and is linked to the research line "Organization and Memories of Educational Spaces in PTE", under Macroproject 6: "Organization of Pedagogical Spaces in PTE". This is an applied, mixed-methods research with an embedded design and a predominance of qualitative aspects. It is characterized as participant research, employing field procedures, alongside bibliographic, documentary, and descriptive exploration. The investigation was divided into four phases: I) bibliographic and documentary review; II) diagnostic phase; III) development of the course prototype; IV) implementation and evaluation using a semi-structured questionnaire based on the Likert scale, and the creation of informative material referenced from Kaplún (2003). For data analysis, the techniques corresponded to the type of data collected. For qualitative data, we used Bardin's (2016) content analysis technique, supported by Franco's (2018) application. For quantitative data, we employed descriptive and inferential statistics, following the approach of Gil (2008) with support from Levin (1987). The results indicated that the course was very well received, despite an identified issue regarding the workload. It successfully achieved its objective by contributing to the qualification of the participating staff, helping them develop a clear and objective notion of this educational concept—PTE—through a summarized understanding of its conceptual bases, intellectual roots, and social and political mission. This initiative prompted reflection on the educational model guiding their practices, both in teaching and management, aligning with the principles of comprehensive and emancipatory human formation, and showing potential to impact future practices.
A cultura da prática tradicional das marcenarias de Palmeira dos Índios e sua influência na segurança do trabalho
((CENTRO UNIVERSITÁRIO DE MACEIÓ – UNIMA | Afya , 2023-09-17) Cavalcante, Jesimiel Pinheiro; Pereira, Jesana Batista; http://lattes.cnpq.br/2329848572181989; Mendes Junior, Walcler de Lima; http://lattes.cnpq.br/6938727316741941; Junkes, Janaína Accordi; https://orcid.org/0000-0003-2971-9855; http://lattes.cnpq.br/2329848572181989; Pereira, Jesana Batista; http://lattes.cnpq.br/2329848572181989; Marques, Verônica Teixeira Marques; http://lattes.cnpq.br/0156664290521652; Dias, Julliana Michaello Macedo; http://lattes.cnpq.br/8996477208727758
En varias ciudades brasileñas la fabricación de muebles de madera se realiza en talleres de carpintería, que forman parte de la cultura tradicional y popular brasileña. En esta actividad, el uso de diversas máquinas y equipos son constantes y plantean diversos problemas físicos, químicos, biológicos y ergonómicos, siendo los principales agentes: ruidos y vibraciones de las máquinas, polvo de Tableros de Fibra de Media Densidad (MDF), maderas, pinturas y resinas, movimientos Lesiones repetitivas y directas. En Brasil, las estadísticas de accidentes superan los 500.000 accidentes por año, estos a menudo resultan en incapacitación temporal o permanente, además de consecuencias sociales y psicológicas. En varios estudios, los resultados apuntan a una alta tasa de accidentabilidad en la carpintería. A partir de este entendimiento, el objetivo de esta tesis fue comprobar la posible influencia de la cultura en la forma actual de trabajar de los carpinteros en relación a temas de Seguridad y Salud en el Trabajo (SST), con base en entrevistas con 14 carpinteros del municipio de Palmeira dos Ìndios - Alagoas, a través de la aplicación de Cuestionario semiestructurado con preguntas cerradas y abiertas. Se encontró que alrededor del 71 % de los carpinteros aprendieron la práctica tradicional de la carpintería antes de los 18 años, Esto significa que todavía eran menores de edad. El 100 % de ellos aprendió a través de carpinteros. más experiencia, es decir, no participaron en cursos profesionales de su área de actividad y el 90 % Aprendí de carpinteros que no usaban regularmente equipos de protección. Individuales (EPI). Se encontró que el 90 % de los carpinteros no usaban regularmente EPI, a pesar de que el 100 %conoce los riesgos y ya ha sufrido algún tipo de accidente, con un 65 % ya ha participado en conferencias o cursos de capacitación con el Servicio Brasileño de Soporte a las Micro y Pequeñas Empresas (SEBRAE) durante su vida profesional. En esta resistencia a uso de EPP existe una fuerte tendencia a ser causado por la cultura de influencia de la forma en que aprendió la profesión, ya que el 80 % de los carpinteros, en sus discursos, afirmaron que no El uso de protección individual, de forma regular, se debe a que aprendieron de las personas. que no utilizaron EPP. De esta manera se llega a un entendimiento de que, incluso participando formación durante su profesión y sensibilización sobre los diversos riesgos inherentes a la SST, Los carpinteros optaron por ignorar los riesgos y no protegerse. Estos resultados refuerzan La tesis de que la cultura, específicamente la forma de aprender, influyó directamente en la toma de decisiones. decisión de los carpinteros de no protegerse en cuestiones de SST, lo que lleva a un cierto Banalización de los riesgos que se traduce en un elevado índice de accidentes.
A educação escolar e a formação de dirigentes: espaços de formação política das lideranças estudantis do Instituto Federal de Alagoas
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-09-01) Oliveira, Hellen Carolyne Barbosa de; Gomes, Jarbas Mauricio; http://lattes.cnpq.br/6712481495574847; Gomes, Jarbas Mauricio; http://lattes.cnpq.br/6712481495574847; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Hollerbach, Dra. Joana D’Arc Germano; http://lattes.cnpq.br/5888935341011338
The process of political education in the school context is hampered by ideological disputes and conflicting conceptions. Based on the understanding that the ethical-political dimension is an inseparable part of an emancipatory human education, which guarantees students their insertion in social life through full access to cultural assets produced throughout the history of humanity, this research addresses the formation of student leaders and the organization of spaces for political education in Professional and Technological Education, taking as a focus the Federal Institute of Alagoas. Its objective is to analyze the process of organizing a pedagogical space in Integrated High School aimed at political education through the organization of student events. The methodological premise of the research is the qualitative-quantitative approach, of the participatory, exploratory and applied research type developed in four stages. In the first stage, a bibliographic review was carried out on themes that permeated the construction of the research, such as political education in the school space and the development of student leaders. The second stage consisted of conducting a diagnosis, which occurred through active observation of the campus under study and the application of a questionnaire to the research participants, students who participate in student representation spaces. In the third stage, a prototype of the educational product was developed, which consists of an instructional guide for students on organizing events. The last stage corresponded to the application and evaluation of the developed educational product. To analyze the data obtained from the application and evaluation of the educational product, content analysis and descriptive statistics were used. The result was the design of a didactic/instructional guide on organizing events for students, as a proposal for structuring a formal space in Integrated High School that contributes to the work of political formation and development of student leadership. The research evidenced the lack of material on organizing events adapted for students, despite it being a recurring activity in the times and school spaces of Professional and Technological Education, which relies on the active participation and direction of student leaders. It was observed that the lack of systematized knowledger students about the event activity limited the experimentation of these spaces through intuitive learning or from previous experiences with other organizers. Ingeneral, based on the participants' evaluation of the material created, there was a prevalence of high acceptance in relation to its contribution to the proposed purpose.
Análise do processo formativo dos professores indígenas na educação escolar
(Centro Universitário de Maceió – Unima | Afya, 2025-08-06) Jesus, Claudia Maria Rodrigues de; Pereira, Jesana Batista; https://orcid.org/0000-0003-2971-9855; http://lattes.cnpq.br/2329848572181989; Cruz, Cristiane Monteiro da; https://orcid.org/0000-0002-2912-9137; http://lattes.cnpq.br/5492075983298968; Minatel, Vinicius; https://orcid.org/0000-0002-0916-2546; http://lattes.cnpq.br/2451652025356071; Vieira, Jorge Luís Gonzaga
La formación de profesores indígenas es una cuestión actual en la política educativa brasileña y se presenta como uno de los principales desafíos para la consolidación de la Educación Escolar Indígena. A pesar de la importancia de la formación de profesores indígenas y de la existencia de una legislación específica, hay pocas investigaciones en el ámbito de las políticas educativas sobre el proceso formativo de los profesores que trabajan en las escuelas indígenas. Para cubrir esa laguna de investigación, este estudio tuvo como objetivo investigar el proceso formativo de los profesores indígenas, considerando las políticas públicas que lo influyen. Como base teórica, se apoya en los estudios sobre Educación Escolar Indígena y en la política de formación docente, incorporando además la perspectiva de una formación basada en los principios de promoción de diálogos interculturales entre diferentes conocimientos, en la articulación de los diversos espacios formativos y en el reconocimiento de una educación específica y diferenciada. Se realizó un estudio de caso cualitativo en escuelas indígenas estatales. El instrumento utilizado para la recolección de datos fue la entrevista presencial y el análisis documental. Para el análisis de datos se utilizó como referencia la análisis temática de contenido de Bardin. Los resultados indican la ausencia o desconocimiento de políticas públicas sistemáticas y estructuradas para la formación de profesores indígenas, evidenciando lagunas institucionales que comprometen la valorización profesional de estos docentes, así como la calidad de la educación ofrecida a las comunidades indígenas. Esta realidad resalta la necesidad de fortalecer las políticas y prácticas formativas que reconozcan las especificidades culturales, promuevan el diálogo intercultural y garanticen condiciones adecuadas para el ejercicio de la docencia en las escuelas indígenas. Este estudio contribuye al profundizamiento de las discusiones sobre la formación docente indígena, al enfatizar la construcción de procesos formativos críticos sostenidos en el diálogo intercultural entre distintos sistemas de conocimiento.
Ciências comportamentais no setor público: evidências sobre a teoria dos prospectos e a utilização do dissidente estratégico na governança.
(UNIVERSIDADE FEDERAL DE ALAGOAS - Ufal, 2023-04-17) Santos, Elaine Cristine Rodrigues dos; Prazeres, Rodrigo Vicente dos; https://orcid.org/0000-0002-9888-1330; http://lattes.cnpq.br/6948481293326184; Prazeres, Rodrigo Vicente dos; https://orcid.org/0000-0002-9888-1330; http://lattes.cnpq.br/6948481293326184; Silva, Wesley Vieira da; https://orcid.org/0000-0001-5354-8676; http://lattes.cnpq.br/1710286275396858; Anjos, Luiz Carlos Marques dos; https://orcid.org/0000-0002-7375-540X; http://lattes.cnpq.br/2136400491380618; Lima Filho, Raimundo Nonato; https://orcid.org/0000-0003-4953-5260; http://lattes.cnpq.br/8371310058634760
The foundation of Economic Theory is based on the rationality of the human being. However, the behavioral sciences show that the individual makes decisions that escape from the rational model. Thus, this research aims to investigate and describe the manifestation of behavioral heuristics and biases in Brazilian public administration employees, in decision scenarios under conditions of risk, and, in a second step, aims to analyze the use of the strategic dissenter as a behavioral tool to avoid or reduce biased decisions within the public sector governance model. The study was conducted by the experimental method, with intentional manipulation of independent variables in randomized comparison groups. A total of 162 employees of a federal public institution in the state of Alagoas participated in the research. The first stage of the research was based on the Prospect Theory. The results suggest that the participants were influenced by the framing effect, the anchoring heuristic, the proportional dominance bias, and the asymmetric dominance bias. No evidence of the status quo bias was found during the experiments. In the second stage of the research, it was observed that a scenario formed by a group of people whose opinions are divergent was not sufficient to create the cognitive dissonance capable of reducing confirmation bias, groupthink, and commitment escalation. Although, evidence was found that the use of the strategic dissenter modified the choice of the servers participating in the research, preventing or minimizing the manifestation of biases in the organizational environment of public governance. In addition, the age, time of work, and gender of the public employees who participated in the research had no influence on the dissident's action. It was concluded that the participants in this scientific study did not strictly follow the rational model in their choices, violating the Expected Utility Theory, and that the use of the strategic dissenter was necessary to reduce biased decisions that could impact actions in public governance. This study contributes in the theoretical sphere with new evidence for understanding behavioral phenomena in public administration and with fostering academic discussions to improve the architecture of choices in public management. The findings also point to the relevance of considering a behavioral pillar in the Brazilian public governance model. In the practical field, the evidence contributes to help public management understand the cognitive limitations of civil servants and implement routines and processes that can optimize decisions guided by the efficient and effective use of public resources, as advocated by the public governance model.
Competência em Informação na educação profissional e tecnológica: uma abordagem no Curso Técnico de nível médio integrado em Química
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 0015-08-25) Oliveira, Maria Luzia Alexandre de; Fiori, Ana Paula Santos de Melo; http://lattes.cnpq.br/2598153346850335; Fiori, Ana Paula Santos de Melo; http://lattes.cnpq.br/2598153346850335; Carneiro, Tereza Kelly Gomes; http://lattes.cnpq.br/3305071338937583; Santos, Maria do Socorro Ferreira dos; http://lattes.cnpq.br/1039898435623128
This research aims to problematize and analyze issues related to Information Literacy in the context of Vocational and Technological Education, with participants consisting of third-year students of the Integrated Technical Course in Chemistry at the Federal Institute of Alagoas - Penedo Campus. The methodology is qualitative action research, developed in four stages: (1) Diagnostic research and data analysis; (2) Development of the Educational Product (EP); (3) Implementation of the EP and results obtained; (4) Adjustments and evaluation of the EP. The data analysis technique used was thematic content analysis for qualitative data and basic statistics for quantitative data. The research highlighted the need to work with Integrated High School students on concepts related to Information Literacy, considering their preference for accessing online information sources. Therefore, an Educational Product (EP) in course format was developed to promote and improve these students' information literacy skills, as well as to develop greater critical thinking and reflection regarding the process of searching, retrieving, and using information on the internet. The results of the Educational Product evaluation were positive, considering that the content related to Information Literacy contributed to the students' development. We concluded that Information Literacy is an important aspect to work with Integrated High School students, as it enables lifelong learning. We hope that other educators (librarians and teachers) will also work on this topic in other Professional and Technological Education (EPT) settings.
Conceitos da EPT em quadrinhos: uma proposta de popularização do conhecimento científico
(2024-09-30) Machado, Itajaci Meiri Marques; Silva Júnior, José Espínola da; http://lattes.cnpq.br/2240211724270086; Silva Júnior, José Espínola da; Santos, Elza Ferreira; http://lattes.cnpq.br/2729412597740900; Santos, Marilene; http://lattes.cnpq.br/6890789604708020
This research aimed to contribute to the educational process of students of the Integrated Technical Course for High School Education in Roads, of the Federal Institute of Education, Science and Technology of Alagoas (Ifal), Maceió Campus, by expanding the dissemination and understanding of the fundamental concepts that underpin Professional and Technological Education (EPT). To this end, the investigation proposed to answer the following research question: how can expanding the dissemination and understanding of the fundamental concepts that underpin EPT contribute significantly to the educational process of students of the Integrated Technical Course for High School Education in Roads of Ifal, Maceió Campus? This study was based on a theoretical framework, based on the assumptions of authors such as Kuenzer (1992), Saviani (1994; 2007), Gramsci (1977), Ramos (2008), Frigotto, Ciavatta and Ramos (2010), Manacorda (2010), Pacheco (2011; 2012), among others, whose contributions were essential for the understanding and analysis of the data collected. The research adopted a quantitative and qualitative approach, using as the main data collection instruments the application of questionnaires directed to students in the 1st year class, whose answers were later analyzed and discussed in light of the established theoretical framework. The results of the research highlighted the importance of students knowing the conceptual foundations of their course. However, regarding the relevance of the work, the study revealed that this dimension is still predominantly focused on the historical aspect, to the detriment of the ontological aspect. Based on the results obtained, an educational product was developed focusing on the conceptual bases of High School Integrated with EPT, through the systematization of five meetings mediated by a script. This educational product aims to provide students with a deeper understanding, especially of the dimension of work as an educational principle. In this way, this work offers theoretical contributions to the field of EPT, in addition to presenting a practical application of these concepts through the development of the aforementioned educational product, a comic book magazine.
Direito do trabalho e previdenciário na educação profissional e tecnológica em uma perspectiva contra-hegemôminica
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-07-15) Lima Filho, Noé Higino de; Meirelles, Nelson Vieira da Silva; http://lattes.cnpq.br/4261509600402728; Meirelles, Nelson Vieira da Silva; http://lattes.cnpq.br/4261509600402728; Castilho, Fábio Francisco de Almeida; http://lattes.cnpq.br/1280124410024317; Silva, Ivanderson Pereira da; http://lattes.cnpq.br/3106780553307514
Acquiring knowledge related to Labor and Social Security Law is fundamentally important for strengthening professional relationships, as these legal fields protect citizens and ensure safeguards against potential abuses in labor relations. This study aimed to analyze whether pre- graduating students from Federal Institutes have access to knowledge of Labor and Social Security Law before entering the job market, as well as to verify whether there are mechanisms in place to protect them from possible exploitation within the capitalist system. In this context, the research investigates how the Integrated High School (Ensino Médio Integrado – EMI) curriculum addresses basic labor rights, such as the FGTS (Severance Indemnity Fund), paid vacation, 13th salary, sick leave, maternity leave, among other rights. The study falls within the research line "Organization and Memory of Educational Spaces in Professional and Technological Education (EPT)" and is aligned with the macroproject "Organization of Pedagogical Spaces in EPT." The investigation is developed under a critical lens of the labor market and its insatiable demand for the training and qualification of those who intend to enter it. This work analyzes the legal knowledge provided within EMI and whether it effectively prepares students to engage in the workforce beyond the interests of capital. As a methodological approach, the research adopts a quanti-qualitative perspective, using action research and semi-structured questionnaires applied to final-year students of the Agricultural Technical Course at the Federal Institute of Alagoas – IFAL – Satuba Campus. The research involved documentary and bibliographic analysis and was conducted in five stages: (I) Diagnostic research with students in the classroom; (II) Analysis of diagnostic data; (III) Definition and development of the educational product; (IV) Presentation of the product and application of an evaluation questionnaire; (V) Analysis of the evaluation data collected. The study confirmed the lack of practical legal education in Labor and Social Security Law for pre-graduating students at IFAL. In response, an educational booklet was developed, grounded in Paulo Freire’s pedagogical concepts and aiming to implement David Ausubel’s theory of meaningful learning. The results demonstrate the effectiveness of the educational product in contributing to the formation of critically aware students, from high school through professional life, aligned with EMI’s proposal of omnilateral education in a counter-hegemonic perspective — not only preparing students to enter the job market, but also to defend themselves within it, equipped with the knowledge of what awaits them after graduation.
Ecos de ancestralidade: relatos das tradições sociais e culturais das mulheres do Muquém-AL
(2020-10-10) Santos, Daniela Verena Neves; Meirelles, Nelson Vieira da Silva Meirelles; http://lattes.cnpq.br/4261509600402728; Meirelles, Nelson Vieira da Silva; http://lattes.cnpq.br/4261509600402728; Lima, André Sueldo Tavares de; http://lattes.cnpq.br/6019670165528345; Silva, Ivanderson Pereira da; http://lattes.cnpq.br/3106780553307514
ABSTRACT This is an educational research that aims to investigate how the experiences and knowledge of quilombola women about the organization of work and its cultural and social manifestations can contribute to the integrated training of students in the fourth grade of the Integrated High School Technical Course in Agroecology with a view to to omnilateral education. For this, it uses the understanding of issues that deal with the contribution of Vocational and Technological Education, as a public policy, in the context of overcoming hegemonic social paradigms that limit the existence of quilombola communities. Communities maintain their own relationship of belonging to their territories, where it is possible to transmit traditional knowledge through the teachings of their ancestors, passed on from generation to generation. Therefore, qualitative research was carried out, whose method is action research in a non-formal environment. The project investigated took place through the diagnosis of the building ideas of the students of the 4th grade of the Technical Course of Integrated Middle Level in Agroecology, from Campus Murici, about the quilombola communities, in addition to interviews, which we carried out in loco, to the quilombola women of Muquém. belonging to the Association of Quilombo Remnants of Muquém. We understand that through the modality of non-formal education it is possible to recognize the traditional knowledge of communities for the integral formation of the subjects. In this sense, as a result of the research, it was found that it is possible to promote the exchange of knowledge between the Comunidade do Muquém and the Instituto Federal de Alagoas – Campus Murici with a view to integrating knowledge that stimulates the transformation of the reality of the research subjects. We identified that quilombola women play a social role in the leadership of these environments, consecrated themselves as responsible for the organization and development of work in the community. The commitment to the transmission of traditions such as handicrafts, family farming, cooking and religion derives from this function. We understand that knowledge of their traditions allows future technical professionals in Agroecology to know other narratives about Brazilian social formation and the development of sustainable techniques in the region. Finally, the data obtained enabled the elaboration of an E-book – Echoes of Ancestrality: Accounts of Social and Cultural Traditions of Muquém Women as an educational product.
Educação ambiental no contexto profissional e tecnológico: uma proposta de plano de gerenciamento de resíduos sólidos para o IFAL – Campus Benedito Bentes
(2020-05-22) Santos, José Emiliano; Lima, André Suêldo Tavares de; http://lattes.cnpq.br/6019670165528345; Lima, André Suêldo Tavares de; http://lattes.cnpq.br/6019670165528345; Santos, Lesso Benedito dos; http://lattes.cnpq.br/9848661202276911; Rodrigues, Adriana de Carvalho Figueiredo; http://lattes.cnpq.br/3960211837700849
This research intended to investigate the logistics of solid waste at IFAL – Campus Benedito Bentes – seeking to verify how the process of generation, collection, packaging, transport and the final destination of such waste occurs in accordance with current legislation. The objective was to investigate the legislation on solid waste management in the context of Professional and Technological Education for the proposal of a Solid Waste Management Plan for the Campus and elaboration of an environmental booklet. The study was characterized in a qualitative and quantitative approach - focusing on the interpretation, meaning and sense of environmental education - analyzing the current situation of the residues generated on the Campus - through their gravimetric composition; as well, it investigated the perception of teachers, administrative technicians, students and outsourced workers in relation to the problem of solid waste, more specifically, as action research - in which the subject-researcher participates directly in the reflections around work. The results showed that the vast majority of students and contractors consider society as the main responsible for the conservation of the environment and, for the most part, feel responsible for the correct disposal of waste. However, only a small minority will segregate organic and inorganic waste before disposal and most do not know how long the waste takes will decompose in the environment. However, the concern of students, contractors, teachers and administrative technicians about the environmental problems arising solid waste is clear. The hypotheses raised in the study after being confronted, in an interpretive way, with the knowledge produced, were confirmed. Finally, the Solid Waste Management Plan for the Campus was proposed, with indicators for evaluation and monitoring, and mains legislations referring to solid waste; as well as an Educational Product, in the form of a booklet, dealing with issues related to solid waste - as support material, for the development of environmental education actions on Campus. The Educational Product developed in the research was applied to students and proved to be relevant for the development of environmental actions. It was also positively evaluated by teachers and students of the Logistics Course as a complementary tool in the teaching- learning process.
Estratégias de aprendizagem no ensino remoto emergencial do Instituto Federal de Alagoas
(CENTRO UNIVERSITÁRIO DE MACEIÓ – UNIMA | Afya, 2025-09-23) Melo, Helisabety Barros Mendes de; Mendonça, Adriana de Lima; http://lattes.cnpq.br/0381713043828464; Mendes Junior, Walcler de Lima; http://lattes.cnpq.br/6938727316741941; Pereira, Jesana Batista; http://lattes.cnpq.br/2329848572181989; Junkes, Janaína Accordi; http://lattes.cnpq.br/7777461824456062; Santos, Pedro Henrique Simonard; http://lattes.cnpq.br/0615985683640773
Emergency Remote Teaching (ERT) during the COVID-19 pandemic posed significant challenges for education. Students, for instance, had to adapt to the sudden transition to an online environment, and many struggled to maintain focus and manage their studies independently, making it necessary to adopt Learning Strategies. In this context, this research investigates the extent to which students enrolled in technical programs at the Federal Institute of Alagoas (IFAL) - Maceió Campus - made use of any type of Learning Strategy during ERT, aiming to understand how they coped with the demands of this new teaching format. With a qualitative-quantitative approach, a case study methodology was adopted, articulating two main procedures: Content Analysis of the students’ reports submitted as part of formative assessments during ERT, based on Bardin (2016), and the application of the Learning Strategies Assessment Scale for Vocational Education Students (EAVAP-EP) developed by Pereira; Santos; Ferraz (2020). The qualitative analysis of the students' narratives highlighted issues related to infrastructure and technology, teaching methodology, learning difficulties, and mental health—factors that compromised the appropriate use of these strategies. Students’ perceptions also revealed weaknesses in the institutional planning of ERT and gaps in the provision of technological, pedagogical, and psychological support. The EAVAP-EP, a validated instrument composed of 33 items distributed across three dimensions (Cognitive Strategies, Metacognitive Strategies, and Absence of Dysfunctional Metacognitive Strategies), was completed by 189 students. Statistical analysis was performed using R software (version 4.3.3), employing descriptive techniques. Quantitative data revealed satisfactory use of Metacognitive Strategies and, to a lesser extent, Cognitive Strategies. However, some students exhibited behaviors detrimental to learning (Absence of Dysfunctional Metacognitive Strategies). The results reinforce the urgent need, in light of the challenges faced, to implement pedagogical policies that systematically develop Learning Strategies, promote student autonomy, and foster better conditions for coping with adverse educational contexts.
Estudantes adultos no ensino superior do Ifal-Maceió: os desafios e conquistas no regresso à vida acadêmica
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2023-03-30) Pereira Neto, Lauro Lopes; Almeida, Leandro da Silva; http://lattes.cnpq.br/9704136908005990; Almeida, Leandro da Silva; http://lattes.cnpq.br/9704136908005990; Almeida, Ana Maria Tomás de; 0000-0003-0036-312X; Dias, Pedro Miguel Brito da Silva; 000-0002-1936-5363; Canal, Cláudia Patrocinio Pedroza; http://lattes.cnpq.br/8984420280257670; Fior, Camila Alves; http://lattes.cnpq.br/7965367748728519
Higher Education (HE) in Brazil - created to serve a socioeconomic elite - has historically kept excluded a huge portion of the low-income population from its conviviality. In recent years, this reality has changed with the arrival of a "new public" that, benefited by the expansion and democratization movements, enters the HE with peculiar life trajectories, after years apart from formal education. It is in this context that the studies of this thesis are inserted, which aimed: (i) to deepen the concept of "new publics" in HE; (ii) to characterize the non-traditional students who access HE; (iii) to identify the academic expectations and the anticipated difficulties of adaptation when accessing HE; (iv) to appreciate the impact of the variables gender, monthly income and satisfactory digital condition for adaptation to remote teaching; and (vi) to investigate the psychosocial factors that had the most impact on the satisfaction with the academic experience of students during the offer of Emergency Remote Education. The results pointed out that the historical social and economic inequality of these students was aggravated even more with the advent of the pandemic, imposing new challenges to the academic transition process and uncovering a new reality of exclusion: digital inequality. The results identified students dissatisfied with their own economic resources, since they did not have the digital infrastructure conditions necessary to follow the remote activities. This significantly impacted their emotional state, leading them to develop alarming levels of anxiety, stress, and psychological discomfort. However, despite all the difficulties, the students were motivated to continue their studies and convinced that only the investment in their academic formation could guarantee them the desired social and economic ascension. It is hoped that this thesis can help higher education institutions to better understand the psychosocial profile of non-traditional students, to identify their expectations and difficulties experienced in the process of academic transition and adaptation, and to make inferences about the effectiveness of the educational contexts and the institutional actions involved in this process. Thus, anticipating actions to mitigate learning inequalities in order to promote and provide equitable learning conditions to the diverse and heterogeneous universe of its student population.
Formação docente para o ensino das práticas integrativas e complementares em saúde (PICS) no contexto da educação profissional e tecnológica em enfermagem
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-02-27) Silva, Jéssica Tenório da Fonseca; Fiori, Ana Paula Santos de Melo; http://lattes.cnpq.br/2598153346850335; Lima, André Suêldo Tavares de; https://orcid.org/0000-0003-4687-0645; http://lattes.cnpq.br/6019670165528345; Cavalcanti, Ricardo Jorge de Sousa; https://orcid.org/0000-0001-6990-6669; http://lattes.cnpq.br/2706881213553955; Alves, Veronica de Medeiros; https://orcid.org/0000-0002-4343-2941; http://lattes.cnpq.br/0469864896043898
In the transition from a teaching model marked by technicism and the centrality of the biomedical paradigm to an approach that recognizes the subject in their entirety, Integrative and Complementary Health Practices (ICHP) emerge as interdisciplinary therapeutic resources capable of broadening perspectives on health care and fostering a more critical and reflective nursing education within the context of Professional and Technological Education. However, gaps persist regarding the inclusion of ICHP in vocational education curricula at the secondary level, particularly concerning teacher training and the lack of structured pedagogical tools, as evidenced by the systematic mapping of the literature and the diagnostic phase of this research. In this context, the present study aimed to contribute to the inclusion of Integrative and Complementary Health Practices in the training of nursing technicians through teacher education, promoting teaching that integrates scientific, cultural, and social knowledge in order to train professionals who are more qualified, socially committed, and prepared to provide more accessible and comprehensive health care. This study is part of the Educational Practices in Professional and Technological Education research line and Macroproject 3 of ProfEPT. It adopted a qualitative approach based on collaborative action research, developed in three phases: (i) diagnostic research and data analysis, (ii) development of the educational product, and (iii) implementation and evaluation of this product. The target audience consisted of teachers from the Nursing Technical Course at IFAL – Campus Benedito Bentes, and data interpretation was carried out through Thematic Analysis as proposed by Braun and Clarke (2006). As a result, a didactic sequence was developed for the creation of a teacher training course aimed at teaching Integrative and Complementary Health Practices within Professional and Technological Education. The course was designed to strengthen teaching practices, expand knowledge about ICHP, and encourage their critical and contextualized integration into nursing technician training. The evaluation of the educational product indicated a high level of acceptance and recognized its relevance in promoting critical thinking, broadening the understanding of care, and strengthening comprehensiveness in technical-level education. The practical experience conducted in the ICHP Care Room, an in-person activity of the course, demonstrated positive impacts on participants' well-being, reinforcing the therapeutic and pedagogical potential of these practices and their capacity to integrate theory, care, and humanization. It is concluded that the research objectives were achieved and that the inclusion of ICHP in Professional and Technological Education reinforces the commitment to an emancipatory and sensitive education, aligned with the principles of the Brazilian Unified Health System and the foundations of comprehensiveness and polytechnic education. Furthermore, the educational product contributes to transforming pedagogical practices and expanding perspectives on health care, highlighting that teaching also constitutes an act of social transformation.
Ginástica laboral da educação profissional e tecnológica: possibilidades de um vídeo educativo
(2022-10-20) Silva, Aline Rose Santos Vieira da; Lima Filho, Adalberon Moreira de; http://lattes.cnpq.br/5204293561529304; ; http://lattes.cnpq.br/1917141765879918; Lima Filho , Adalberon Moreira de; http://lattes.cnpq.br/5204293561529304; Melo, Beatriz Medeiros de; http://lattes.cnpq.br/1917141765879918; Silva, Everton Joventino da; http://lattes.cnpq.br/3243332888358206
Psychological diseases have emerged, drawing attention due to the way they interfere in people's lives, affecting the individual's quality of life, mainly in its physical, psychological, social and emotional aspects. Although it emerged with the aim of preventing accidents and occupational diseases, Labor Gymnastics has been widely used as a promoter of physical and mental health and used in different contexts. In the educational context, it is still very restricted to academic research, lacking more effective actions, given its benefits to the physical and psychological health of the student. This research discusses the elaboration of an Educational Product and was guided by the problem-question: how to elaborate an Educational Product in the form of an educational video on Labor Gymnastics, which can be used by any student enrolled in technical courses integrated into high school as a strategy of stress prevention and control? In this way, the objective was to analyze the possibilities of inclusion of Labor Gymnastics in Technical Courses Integrated to High School. The research methodology is qualitative action-research type. The subjects of the research were the students of the Integrated High School of IFAL, Campus Satuba. The data collection instruments were: a diagnostic questionnaire and an Educational Product (EP) evaluation questionnaire. To analyze the data we use the technique of Content Analysis. The analyzes were organized by categories, as follows: diagnostic questionnaire - 1) student profile; 2) student occupation activities; 3) Relationship between health and school activities; 4) Student leisure activities; Educational Product assessment questionnaire – 1) self-perception; 2) content relevance; 3) clarity in approach and content; 4) dynamics. The results of the diagnostic questionnaire showed positive results in relation to the guiding question of the research, insofar as they served to guide the construction of the NP. The results obtained through the Educational Product evaluation questionnaire showed that physical activity is among the activities most often cited by students in stress control, so we believe that Labor Gymnastics can present itself as an effective strategy to beexplored in the context school as a management in the control of student stress. We also highlight that video is a didactic resource that has elements (language, duration, clarity, dynamics, content approach, sound, image) that, when well explored, can transmit information effectively. In addition, the weaknesses highlighted, related to dynamics, may contribute to future studies that use video as a resource, as they will indicate elements that need to be improved and better explored.
Governança corporativa na perspectiva do conselho de administração e desempenho das empresas: avaliação do colegiado, composição da estrutura e comitês financeiros
(FACULDADE FUCAPE - FUCAPE, 2024-12-16) Santos, José Éliton dos; Cruz, Poliano Bastos da; https://orcid.org/0000-0002-0074-7193; http://lattes.cnpq.br/5544566158794849; Cruz, Poliano Bastos da; https://orcid.org/0000-0002-0074-7193; http://lattes.cnpq.br/4414322289653973; Novaes, Paulo Victor Gomes; http://lattes.cnpq.br/0361983404159254; Santana Júnior, Jorge Luiz de; https://orcid.org/0000-0001-7423-2566; http://lattes.cnpq.br/7935012360141664; Marques, Vagner Antonio; https://orcid.org/0000-0001-7210-4552; http://lattes.cnpq.br/8704491263853222; Viana Junior, Dante Baiardo Cavalcante; http://lattes.cnpq.br/8595633927891889
This thesis is structured into three articles. The technical article in chapter 2 presents a structure for developing the performance assessment process for boards of directors based on the assumption that companies are not isolated agents in the market and need to define the materiality of topics based on consultation with their main stakeholders. The research aims to contribute to entities in the development of board evaluation processes and encourage companies to consider the efficiency of boards of directors as important for company performance, given that they must be committed to generating value and business continuity. The second article in chapter 3 uses qualitative comparative analysis to verify which combinations of board characteristics contribute or not to high business performance. The results showed that there are no isolated characteristics of boards of directors that cause high (low) performance, but rather that there are several complex combinations that cause both high and low performance. Thus, the evidence shows that boards should be shaped according to the characteristics of companies and do not always need to follow strict regulatory standards, since certain characteristics can be important or irrelevant to business performance at the same time. The third article in chapter 4 analyzes the relationship between the financial committee and investment efficiency. The results showed that the existence of a financial committee has a direct impact on investment efficiency, in addition to maximizing investment efficiency when related to corporate governance characteristics. Thus, the results demonstrate that the formation of financial committees is relevant to maximize the quality and adequacy of investment levels.
Impactos da mineração em micro e pequenos empresários em ambiente de conflitos socioambientais em Maceió/AL
(CENTRO UNIVERSITÁRIO DE MACEIÓ - UNIMA | Afya, 2025-09-19) Verde, Marcelo de Barros de Lima; Lima Junior, Walcler Mendes de; http://lattes.cnpq.br/6938727316741941; Rodrigues, Diego Freitas; http://lattes.cnpq.br/4648723371446148; Almeida, Natállya Levino de; http://lattes.cnpq.br/2495024004949828; Fonseca, Débora de Barros Cavalcanti; http://lattes.cnpq.br/5479297370165991; Junkes, Janaína Accordi; http://lattes.cnpq.br/7777461824456062; Miyazawa, Ana Paula; http://lattes.cnpq.br/6462133462005479
In Alagoas, mining activities have been taking place in the city of Maceió since the 1970s to extract rock salt, a type of sodium chloride used in the manufacture of caustic soda and PVC. In February 2018, after heavy rains and an earthquake, several cracks appeared in streets and properties in the Pinheiro neighborhood. A year later, the same phenomenon was also recorded in the neighborhoods of Mutange, Bebedouro, Bom Parto and Farol, resulting in the expulsion of approximately 60,000 people from the five neighborhoods affected by the overexploitation of rock salt and the closure of more than 6,000 companies. The objective of the research was to analyze the impacts on the businesses of micro and small entrepreneurs affected by the mining disaster in Maceió, Alagoas. In order to analyze the impact of such a disaster on entrepreneurs/traders, the study uses a mixed approach, of the explanatory sequential type. The first phase, quantitative, was characterized as a cross-sectional study, while the second phase was qualitative, exploratory and descriptive in nature. The environmental disaster caused by rock salt mining contributed to losses for micro and small businesses in the affected neighborhoods. In addition to the economic impact, the disaster caused by the subsidence of the soil caused by the Braskem mining company also caused damage to the mental health of micro and small business owners in the region, according to the participants in the survey, which took place between May 2023 and December 2024. Regarding the value of the PCF from the Braskem mining company for business owners: 3% thought the amount of financial compensation paid was fair, while 34% said it was not. The decrease in revenue and financial difficulties led to the closure of numerous companies and the loss of jobs. Dissatisfaction with the social rent paid by the Braskem mining company and the compromised mental health were reported by the majority of business owners. Keywords: Mining, Micro and small businesses, Entrepreneurs/Traders, Maceió.
Matemática no ensino médio integrado: integração do currículo por meio da aprendizagem baseada em problemas do curso técnico em agroindústria
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-10-30) Barros, Jailson; Pontes, Edel Alexandre Silva; https://orcid.org/0000-0002-9782-8458; http://lattes.cnpq.br/3143006785845985; Pontes, Edel Alexandre Silva; https://orcid.org/0000-0002-9782-8458; http://lattes.cnpq.br/3143006785845985; Brasileiro, Regina Maria de Oliveira; https://orcid.org/0000-0003-3382-3786; http://lattes.cnpq.br/4146119273576569; Barbosa, Isnaldo Isaac; https://orcid.org/0000-0003-3147-1780; http://lattes.cnpq.br/8346517003296057; Nascimento, Arlyson Alves do; https://orcid.org/0000-0002-0631-3273; http://lattes.cnpq.br/9395417554768580
This dissertation investigates the inclusion of mathematics in the Integrated High School (EMI) curriculum, specifically in the Agroindustry technical course at the Federal Institute of Alagoas, using the Problem-Based Learning (PBL) methodology. The main objective was to create and analyze interdisciplinary pedagogical strategies that promote meaningful learning, connecting mathematical knowledge with the content of Food Science. The research arose from the observation of students' initial difficulties in fundamental mathematical topics, such as proportion, percentage, and scientific notation, gaps that interfered with their performance in the Food Science technical course. Quantitative and qualitative in nature and based on Action Research, the study involved 48 second-year students of the EMI in Agroindustry. The intervention included the administration of diagnostic questionnaires and the implementation of pedagogical workshops based on problem-solving situations related to the agroindustry context, resulting in the development of an Educational Product. Data analysis, conducted using Content Analysis, showed that the workshops significantly fostered the development of critical thinking, autonomy, and the ability to apply mathematical concepts in practical situations. It can be concluded that the adoption of PBL in integrated learning strengthens active learning, contextualizes knowledge, and contributes to the comprehensive (omnilateral) development of students, aligned with the demands of the world of work and citizenship.
O ensino de libras na formação dos profissionais de enfermagem: as mãos que cuidam também ouvem
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-08-29) Santana, Marta Oliveira de; Fiori, Ana Paula Santos de Melo; http://lattes.cnpq.br/2598153346850335; Cavalcanti, Ricardo Jorge de Sousa; https://orcid.org/0000-0001-6990-6669; http://lattes.cnpq.br/2706881213553955; Alves, Veronica de Medeiros; https://orcid.org/0000-0002-4343-2941; http://lattes.cnpq.br/0469864896043898
Inclusive education constitutes a growing demand in contemporary society, aimed at promoting equity and respect for diversity. In this context, the teaching of Brazilian Sign Language (Libras) emerges as an essential element for effective communication and the inclusion of deaf people, especially within healthcare services. This study aimed to analyze the contributions of Libras teaching to the education of students enrolled in the PostSecondary Technical Nursing Program at the Federal Institute of Alagoas (IFAL) – Benedito Bentes Campus, through the implementation and evaluation of a Basic Libras Course applied to the healthcare context. The research was grounded in the principles of inclusive education and holistic and omnilateral human development. Methodologically, it adopts a qualitative approach developed from the perspective of participatory action research, organized into four stages: (1) diagnostic and initial analysis; (2) development of the Educational Product (EP); (3) implementation and results analysis; and (4) final adjustments and evaluation. Data collection instruments included documentary analysis of the course’s Pedagogical Project (PPC) and the application of semi-structured questionnaires, via Google Forms, to the students. Thirty-nine students participated in the study, twenty-five of whom completed the course in its entirety. Data were analyzed qualitatively, through content analysis, and quantitatively, using descriptive statistics. The documentary analysis revealed that, although the PPC encompasses principles of humanization and integrality in healthcare, it does not explicitly include Libras as a mandatory or elective curricular component, nor does it provide for practices related to communication with the deaf community. Furthermore, no evidence of content transversality was found in other curricular units, exposing a gap in professional training for inclusive healthcare services. Regarding the students, the findings indicated recognition of the importance of Libras for professional practice, although most reported little or no previous contact with the language, as well as feelings of insecurity when attending to deaf patients. These findings reinforce the need for specific training in this field to foster the development of appropriate communicative competencies. In response, an Educational Product was developed and implemented in the form of a Basic Libras Course contextualized to healthcare, organized in a didactic sequence that integrated theory and practice, emphasizing simulated care situations. The results indicated significant progress in the recognition of Libras as an essential component of professional practice, in the development of inclusive attitudes, and in the understanding of deaf culture. Students demonstrated greater confidence and preparedness to provide humanized and accessible care, in line with the principles of the Brazilian Unified Health System (SUS). It is concluded that Libras teaching constitutes an essential aspect of technical nursing education, enabling meaningful learning experiences that directly impact the quality of healthcare. The course contributed to strengthening communicative competencies and raising awareness among future professionals, promoting inclusion, equity, and respect for human dignity. It is hoped that other institutions of Professional and Technological Education (EPT) will incorporate Libras into their curricula, thereby expanding their commitment to accessibility and to the comprehensive training of healthcare professionals.
Práticas pedagógicas no contexto de vidas onlife: por dentro da vida nas redes sociais no ensino médio integrado
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-03-16) Jatobá, Givaldo Silva; Moraes, Eduardo Cardoso; https://orcid.org/0000-0002-5117-9421; http://lattes.cnpq.br/3464358663007696; Voss, Lilian Kelly de Almeida Figueiredo; https://orcid.org/0000-0002-1695-3637; http://lattes.cnpq.br/9971525425067763; Castilho, Fábio Francisco de Almeida; https://orcid.org/0000-0003-3281-612X; http://lattes.cnpq.br/1280124410024317
This dissertation stems from the observation that contemporary society is characterized by hyperconnectivity, immersed in a networked reality where OnLIFE lives are experienced. Within this context, the research aims to analyze the behavior expressed in students' digital interactions and the teachers' perception of this phenomenon, seeking to foster the development of pedagogical practices aligned with the OnLife education context. The study was conducted in the Systems Development program, with 1st and 3rd-year students of the Integrated High School at IFAL – Maceió Campus. The study is grounded in the perspective of OnLIFE education, drawing on the works of Floridi (2015), Schlemmer (2021), and Silbiger (2021). To deepen the theoretical dialogue, it incorporates contributions from Jacon (2017) on pedagogical practices in Professional and Technological Education; Lima Filho (2023) regarding comprehensive human development in the interrelationship between work, science, culture, and technology; Costa e Silva (2013), who discusses the concept of technology in the light of Álvaro Vieira Pinto; and Machado (2013), focusing on the integration of technological knowledge into the curriculum. The discussion is further complemented by Meira (2021) on innovation and the scientific method; Roza (2025), who problematizes social media as the "engineering of the self"; and Ferreira (2023), addressing socio-emotional issues. The methodology adopts a cartographic approach (BARROS; KASTRUP; ESCÓSSIA, 2015; KASTRUP, 2021), utilizing Discursive Textual Analysis (DTA) as proposed by Moraes and Galiazzi (2016). The relevance of this study lies in its connection to the real world and its fostering of debates on pedagogical practices that account for the configurational flow of reality. As an Educational Product, it presents a digital booklet inspired by Lima (2019), which outlines the profile of these lives at IFAL and provides guidelines for an OnLIFE education.
Projetos de extensão: aporte para a formação humana integral
(INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-05-23) Gomes, Jacqueline; Castilho, Fábio Francisco de Almeida; https://orcid.org/0000-0003-3281-612X; http://lattes.cnpq.br/1280124410024317; Castilho, Fábio Francisco de Almeida; https://orcid.org/0000-0003-3281-612X; http://lattes.cnpq.br/1280124410024317; Machado, Cristiane Brito; https://orcid.org/0000-0002-2326-715X; http://lattes.cnpq.br/8900177927669355; Santos, Sanádia Gama dos; https://orcid.org/0000-0003-3001-1889; http://lattes.cnpq.br/9251665509410894
This research provides a reflection on the contribution of Extension Projects to integral human education, bearing in mind that the inseparability between Teaching, Research and Extension is one of the philosophical and technical-methodological principles that guide academic practices at the Federal Institute of Education, Science and Technology of Alagoas (IFAL). The general objective was to analyze the participation of IFAL students and staff in Extension Projects, in a conception of integral human professional and technological education, which promotes inclusion, the development of students' creativity and autonomy and also the use of other training spaces and integrated practices, from the perspective of Extension as a training dimension. The methodology used was qualitative, collaborative action research, according to Ivana Maria Lopes de Melo Ibiapina (2008) and Laurence Bardin (2011). Semi-structured interviews were carried out with 35 people in the context of different territories covered by IFAL, based on the assumptions of critical historical theory, according to Odilon Roble (2012) and Paul Thompson (1998). In addition, a survey was carried out of data related to Extension from 2019 to 2025 at IFAL and a documentary analysis of the PDI, PPPI and some institutional regulations. This research resulted in an Educational Product (EP). The EP is an Extension Worker's Diary based on the speeches of the participants, students and extension workers, with the aim of sensitizing IFAL students to the importance of participating in Extension Projects for their education. Furthermore, this EP will be able to subsidize managers, extension coordinators in the teaching units, extension project supervisors and teachers in Integrated High School Technical courses in relation to extension activities, and be applied in other educational institutions.

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